Ms1 full sequence 3 me & my daily activitiesMr Bounab Samir
Salam
MS1 level - "FULL" Sequence 3: - Me & My Daily Activities
The sequence is planned with a lesson plan that takes into account the CBA principlesand the new curriculum features
The sequence reflcts the PPU , PDP and PIASP frame works and situation of integrations
Good Luck
Mr Samir Bounab ( teacher trainer at MONE)
The links
Lesson Plan for Writing Skill. It is targeted for 7 grade of Junior High School students. The genre of the text is descriptive text. The theme is pet animals.
Ms1 full sequence 3 me & my daily activitiesMr Bounab Samir
Salam
MS1 level - "FULL" Sequence 3: - Me & My Daily Activities
The sequence is planned with a lesson plan that takes into account the CBA principlesand the new curriculum features
The sequence reflcts the PPU , PDP and PIASP frame works and situation of integrations
Good Luck
Mr Samir Bounab ( teacher trainer at MONE)
The links
Lesson Plan for Writing Skill. It is targeted for 7 grade of Junior High School students. The genre of the text is descriptive text. The theme is pet animals.
150+ ideas on how to use flash cards in different ways. From kindergarten to adult conversation classes. With examples. Downloadable. The flashcard tool is found on www.thelanguagemenu.com
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• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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Lesson plan speaking
1. 1
1
Pädagogische Hochschule Vorarlberg
Bachelorstudium: Lehramt für HauptschullehrerInnen
A LESSON PLAN: Date: Trainee: Term:
Teacher Training School: Class: Group: Book: English to Go1 Unit 13
Previous lesson Revision of Unit 12
Topic(s) of the lesson What I have to do
Following lesson
Every-day routines : What they do every day
Objectives:
By the end of the lesson the pupils
can tell what they have (don’t have to) do
Language Learning aims:
The pupils are asked to
• read the text aloud
• recall part of the dialogue
• reconstruct the dialogue (skeleton text)
• show understanding (matching exercise)
• construct a dialogue (questionnaire)
• say what the have / don’t have to do (board game)
Social aims:
I expect the pupils to
be honest when they tell what they have (don’t have to do) – personal / emotional investment
Presupposed background knowledge and language competence
The learners already know most of the verbs used in the dialogue / board game
In brief: Suggested lesson procedures
Phases of
Lesson/Learning
points
Learning tasks, procedure, Class-
management
media
2. 2
2
Related information and research (including reference data)
must, have to and have got to: expressing the present
Must, have to and have got to are all used to express obligation or the need to do something.
They can be used interchangeably in the present tense, except that must suggests that it is the
speaker who has decided that something is necessary, whereas have to and have got to
suggest that somebody else has imposed the decision.
Have got to is characteristic of very informal speech. Have to sounds slightly more formal.
Compare the following:
• I must clean the house before mum gets back. I want her to find it all neat and tidy.
• Sorry, I can't come out now. I've got to tidy up my room before I'm allowed out.
• He has to attend the clinic every two weeks. He's really quite seriously ill.
You must come and visit us again soon. It's ages since we saw you.
With frequency adverbs such as always, often, sometimes, never, etc, have to is normally
preferred:
• I usually have to work on Saturdays so I hardly ever go away for the weekend.
They sometimes have to get their own suppers if their mother is working late.
must and have to: expressing the future and the past
Must and have got to have no future or past tense forms.
However we can also use must to express future as well as present intention, especially if it
is the speaker who decides that something is necessary. But it cannot be used to express past
intention.
http://www.bbc.co.uk/worldservice/learningenglish/grammar/learnit/learnitv127.shtml
mow the lawn (or grass)- cut
the grass
take the dog for a walk
vacuum the rug (or carpet)-
with a vacuum cleaner
wash the car
wash the clothes
go shopping
make the bed
water the plants
wash the dishes/ dry the
dishes/ put the dishes away
take out the garbage (or
trash)
set the table
additional
fill the dishwasher/ empty
the dishwasher- put dishes
in, take them out
sweep the floor
clean the bathroom/ clean the
sink/ clean the toilet
3. 3
3
Checklist for Media : (Personal/technical media i.e. ICT, video, transparencies etc)
• English to Go 1 – Coursebook
• Handout 1 (skeleton text)
• Board game 1-13 – What I have to do
Integrated skills training
Relevance to the National Curriculum
Entwicklung der Komm.-Fähigkeit;
Aussprache/Intonationsschulung
Erzählen und Gestalten: Rollenspiele
Informationen über sich austauschen
Kommunikation und Handlungen steuern Stellungnahmen: Informationen einholen
4. 4
4
a. Aims, Skills
b. Teaching / Learning
Stages
c. Time allocated
Teacher’s Activities
(Settingtasks,methodological/didactical
approaches/techniques)
Pupils’ Activities
(Performingtasks, skill orientated
languagepractice)
Teachingmodels
Class Management
Seating
Teaching
Material
a. Motivation;
Introducing “have
to”
b. Lead in
c. 5’
(looks a his watch)
“It’s ………. o’clock. - I have to
start the lesson now”
“I leave my house at 7.15 every
day. - I have to get up at 6.15.”
(pretends having tooth ache)
“Ouch, my tooth hurts. I have to
go to the dentist today.”
(pretends that a telephone is
ringing”
“Oh, sorry, I have to answer the
phone”
What does have to mean?
watch and listen
deduce meaning
all class
a. introduces dialogue
b. Lead-in
c. 5’
presents the dialogue
reads it aloud
stresses “have to”
role reading – appoints two readers
sets task: read the text aloud
listen and read
read the dialogue
all class
two students
80/1
a. recalling - speaking
b. b. set-up
c. 3’
sets task:
Close your book
Repeat after me
(from Oh, no. I have to go
till I have to set the table)
I know, but I have to go hopping…
- backward reading)
repeat what teacher says
each time there is a “have to” they
clap their hands
“read backwards”
individually
a. reconstructing -
speaking
b. set-up
c. 10’
sets the task
fill in the skeleton text
Checks results
fill in the skeleton text
read their results
individually handout 1
5. 5
5
a. showing
understanding
b. run-stage
c. 3’
sets task: Turn to page 81
Have a look at Ex 1. Match the
questions with the answers
match the sentences
give feedback
individually P 81; ex 1
a. Constructing-
speaking
b. post-activity
c. 10’
sets the task:
Interview your partner about
his/her chores and take notes
performs the role play with one
learner
checks the results
interview a partner
take notes
read their findings
pair work
questionnaire
P 83 / 6
a. constructing –
speaking
b. post-activity
c. 17’
presents the board game
organizes groups of four
reads the structures (e.g. I have to
get up at 6 o’clock. Which picture
does that sentence go with?)
sets the task:
look at the pictures and tell your
partner what you have and don’t
have to do.
sit in groups of four
find the matching picture
play the game themselves
say what they have / don’t have to do
group work board game
7. 7
7
Talking about what you have to do
Joe95 Hi! What are you doing?
JenH Waiting for a friend to call. What are you doing?
Joe95 Thinking about a birthday gift for Jason.
JenH You haven't got one?
Joe95 No.
JenH What time is the party?
Joe95 4:00
JenH But isn't it 12:15 in Boston now.
Joe95 Yes. Oh, no! I have to go
JenH Me, too. My mother is calling me for dinner
Joe95 I'm really late!
JenH Why? The party isn't until 4!
Joe95. I know, but I have to go shopping and then get ready for the party!
JenH! Now my sister is calling me! I have to set the table.
Joe95 Can you be online next Saturday around 4 p.m. your time?
JenH I think so. Good luck with the gift and have fun at the party!
Ex 1: Match the questions with the answers. What does have to mean?
1 Why does Joe have to go? a set the table
2 Why does Jen have to go? b He has to get a gift for Jason
3 What does Joe have to do? c go shopping
4 What does Jen have to do? d It’s time for dinner
Ex 2 Talk about Joe and Jen using because
.
Joe he
has to …………… because ……..
Jen she
Ex 6 Interview a classmate about his/her chores.
Use the interview guideline and take notes.
Interview guideline every day ☺
every week
sometimes
Do you have to do chores?
What do you have to do every
day?
How often?
Do you like it?
8. 8
8
Talking about what you have to do
Joe95 Oh, n.! I h… t. g.
JenH M., t... M. m….. i. c…… m. f.. d…….
Joe95 I'. r….. l…!
JenH Why? T.. p…. i..'. u…. 4!
Joe95. I k…, b.. I h… t. g. s……. a… t… g.. r…. f.. t.. p….!
JenH! Now m. s….. i. c…… m.! I h… t. s.. t.. t…..
1 – 13 What I have to do
Communicative goals:
The learners can
• say what they have to do
• say what they don’t have to do
• what the father / brother has to do
• what their mother, sister doesn’t have to do
I
you
he (my brother)
she (my sister)
it ( the cat)
we
you
they
have to
has to
don’t have to
doesn’t have to
get up
take a shower
take a bath
have breakfast
brush the teeth
brush the hair
take the bus to school / to work
take the train to school / to work
walk / go to school/ to work
practise maths
read a book
write a story
read/write/ answer e-mails
have lunch
do the dishes
work in the garden
do the homework
talk to friends
play football
play basketball
play / practise the guitar / the piano
go for a walk with the dog / pig
listen to music
play computer games
look after my little brother
feed the cat
watch TV / a movie
have dinner / drink some water
brush the teeth
put on the pyjamas, go to bed
